Term
| 3 Central Components of Effective Teacher Communication(Rubin & Feezel 1986) |
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Definition
| Knowledge, Motivation, Skill |
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Term
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Definition
TO DEMONSTRATE EFFECTIVE COMMUNICATION FOR THE SETTING
-Understand the curriculum
-Strong grasp of subject matter and how it is assessed
-Understand of how students learn subject matter
-Awareness of influence of classroom and school setting
-Understand principles behind communication behavior |
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Definition
*Inclination to use communication appropriately and effectively
*K-4 teachers more likely to be higher in communication apprehension than those in higher grades |
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| Communication apprehension |
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Definition
| anxiety prior to teaching |
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Definition
Ability to Communicate
-Carry out effective interpersonal relationships
-Speak clearly concisely
-Lead and interact in group environments
-Listen with understanding
-Empathy |
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Term
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Definition
| Loop- Anxiety, Problem Listening, Ineffective Processing, Less Likely to Learn |
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Term
| What does a perceived inability to interpret information effectively lead to? |
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Definition
| reduced listening effectiveness |
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| What does a perceived inability to assimilate all the information lead to? |
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Definition
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Term
| How do you make information easier to process? |
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Definition
| Teacher Clarity and Teacher Immediacy |
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Term
| Types of Nonverbal Positive communication |
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Definition
| Eye contact, gestures, movement around classroom, smiling, vocal variety, humor |
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| Teacher Clarity- Structure of Presentation |
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Definition
| Effectively stimulate the desired meaning of course content and processes |
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Term
| Teacher Clarity-Verbal/Non-Verbal Characteristics |
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Definition
Use appropriate verbal and non-verbal messages
-Fluency
-Reduced vagueness (unambiguous speech)
-Pace
-Appropriate emphasis
-Enthusiasm |
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Term
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Definition
| teacher expectations --> internalize --> student self-expectation --> performance/achievement |
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Definition
| Risk of confirming, as self-characteristic, a negative stereotype about one’s group |
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Term
| Measurement of how much students have learned |
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Definition
| Assignment of numbers or a rating according to rule system for ranking purposes |
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| Evaluation-making judgments about adequacy of student learning |
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Definition
| Uses the rules to make decisions about the value/worth of a set of measures |
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Term
Assessment of Students:
Summative Evaluation |
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Definition
| Provide account of match between student performance and teacher objectives |
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Assessment of Students:
Formative Evaluation |
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Definition
-Monitor progress, feedback
-To facilitate or form learning
-Not to assign a grade |
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Definition
Selected-Response Tests
Short-Answer Tests
Essay Tests |
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Definition
-Multiple-choice, true-false, matching items
-Test foundational knowledge—basic facts and cognitive skills
-Efficient but may lead to verbatim memorization |
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Definition
-Supply answer from memory (recall v. recognize)
-Also measures foundational knowledge
-Broad/in-depth assessment |
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Definition
-General directive to discuss or relate ideas
-Tests: recall, organization, clarity of communication, analysis, synthesis, and evaluation
-Consistency of grading may be problematic (influenced by vocabulary, grammar and style)
-Time consuming |
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Definition
| Use wide range of knowledge and skills over time to complete a task or solve a problem under “realistic” conditions |
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Definition
| how competently students carry out various tasks |
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| EMPHASIS ON COMPLEX PROBLEMS |
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Definition
| open ended and ill structured questions |
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Term
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Definition
Norm-referenced grading
Criterion-referenced grading |
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Definition
| determine what percentage of students will receive which grades |
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Term
| Criterion-referenced grading |
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Definition
| Determined by the extent student meets standard of achievement |
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Definition
| All student can master objectives if given good quality instruction, time to learn, and motivated |
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| Assessment Practices to Avoid |
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Definition
-Emphasis on averages
-Using zeros indiscriminately
-Providing insufficient instruction prior to testing
-Teaching one thing, testing another
-Using pop quizzes
-Keeping the nature and content of test secret
-Keeping criteria for assignments secret
-Shifting criteria
-Avoid confounding assessment of learning in subject-matter with effort and ability |
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Term
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Definition
1. Designed by people with specialized knowledge and training in test construction
2. Every person who takes test responds to the same items under same conditions
3. The answers are evaluated according to the same scoring standards
4. Scored relative to “norm” group (which is an accurate and representative sample) |
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Definition
-Consistency of results: stable over short periods of time
-Assumptions: score is free of measurement error (anxiety, motivation, guesses, vaguely worded items) |
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Definition
| Single tests, divide tests in two, create two scores—how do rankings change between two scores |
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Definition
| Same tests to same people on two occasions—measure how rankings change between two time periods |
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| Alternative-form reliability |
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Definition
| Two “equivalent” forms of the tests to same people—how to rankings change between two time periods |
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Definition
| How accurately test measures what it “claims” to measure |
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Definition
| How well items on tests cover a body of knowledge and skills |
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Definition
| How well tests scores predict later performance |
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| How accurately a test measures a theoretical attribute |
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Definition
Grade equivalent scores
-Score 4.7: Same number of correct responses as a fourth grader in the 7th month of school
Percentile Rank
-Percentage of scores at or below a given point: Scoring better than 97 percent of students
Standard Scores
-Degree of deviation from the mean of a distribution
*Z-score
*T-score |
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Definition
-Standards (content and achievement)
-Testing (annual)
-Adequate Yearly Progress (attain at least proficiency) |
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Definition
-Goal clarity
Known responsibilities
-Quality control
-Improved professional development
-Students may be more motivated |
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Definition
-May weaken content and performance standards
-Cut scores for proficiency (may be be moved for convenience)
-States flexibility: lack of common accountability standards
-Lack of providers/resources |
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Term
| How to be a Reflective Teacher |
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Definition
-Enjoy the classroom
-Preparedness
-Willing to work/Invest time
-Development of skills
-Sensitivity
-Awareness of instructional techniques
-Awareness of how children learn in classrooms
-Understanding of subject matter(Most Important) |
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Term
| Daily Feedback: Signals that a change in strategy is needed |
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Definition
-Attentiveness
-Facial expressions
-Restlessness
-Yawns
-Sleeping
-Disruptive behavior |
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Term
| Classroom Observation Schedules |
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Definition
Observational checklists
Meeting explicit, predetermined criteria |
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Term
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Definition
-Multiple instances
-Develop representative sample of teaching circumstances
-Tape, analyze, implement new strategy |
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Definition
-Same benefits as audiotaped lessons
-Additional opportunity to investigate behavioral patterns
“Actions speak louder than words” |
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Definition
-Divide paper in half
-Left = Lesson Plan; Right = Reflective Notes
-Lesson plan: objectives, materials, time
-Reflective notes: thoughts on worth of objectives, materials, etc
-Changes to Lesson plan based on analysis of reflective notes |
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Term
| Guided Reflection Protocol |
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Definition
-What happened? Descriptive: who, what, when, where
-Why did it happen? Identify events that produced incident
-What might it mean? Possible interpretations/causes
-What are the implications for practice? Implement new strategy |
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Term
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Definition
-Repository of instructional ideas and techniques
-Record observations
-Record reflections on teaching
-Help identify cause(s) of problems
-Help identify solutions |
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Term
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Definition
-Title page
-Table of contents
-Statement of educational philosophy (reasons for choosing teaching as a career)
-A resume
-Statement of teaching goals
-Sample lesson plans (awareness of state standards)
-Examples of learning activities
-Samples of students’ work
-Photographs and videotapes
-Letters of recommendation
-Teaching evaluations
-Samples of college level work
-Autobiography
-How teaching has contributed to your growth as a person/teacher
-Official documents (transcripts, teaching certificates, test scores) |
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